WELCOME to SDIP Spring Session #2!
May 1, 2025
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Our Agenda & Collective Purpose
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Starting
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Building
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Deepening
Community Expectations
Welcome - Community Builder: Word of the Year
Directions:
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Double Track Agenda
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Participant
Leader
Submit by July 1, 2025
Coordinated, data-supported, and actionable improvement plan to reduce the use of exclusionary disciplinary practices or disproportionate use of exclusionary disciplinary practices with racial subgroups or students with disabilities, or both.
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(Re)Grounding the Work of SDIP
Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
March Workshop:
Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
Today’s Workshop:
Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
Action Steps: A Thru Line
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Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
Action Steps: A Thru Line to Address a Root Cause
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Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
What is “Root Cause”
Although there is substantial debate on the definition of root cause, we use the following:
1. Root causes are specific underlying causes.
2. Root causes are those that can reasonably be identified.
3. Root causes are those management has control to fix.
4. Root causes are those for which effective recommendations for preventing recurrences can be generated.
(Rooney and Huevel, 2004)
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(DASL, 2024)
Alignment and Integration
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ALL require the use of a root cause analysis to identify targeted goals
SDIP
Action Plan
Indicator 4
CSI/TSI Schools
School Improvement Plan Behavior Goal
Can use SDIP Action Plan to meet this requirement
Review/revise policies, practices, & procedures
Can include as a goal in SDIP Action Plan
Action Steps: A Thru Line to Help Ensure Change
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Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
MANAGING COMPLEX CHANGE
All 5 factors need to be present to create lasting change
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Vision
Skills
Incentives
Resources
Action Plan
CHANGE
Ambrose, 1987
Skills
Incentives
Resources
Action Plan
CONFUSION
Vision
Incentives
Resources
Action Plan
ANXIETY
Vision
Skills
Resources
Action Plan
GRADUAL CHANGE
Vision
Skills
Incentives
Action Plan
FRUSTRATION
Vision
Skills
Incentives
Resources
FALSE STARTS
Sample SMART Action Steps:
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Specific
Measurable
Achievable
Relevant
Time-Bound
Based on a review of 24-25 PL attendance and follow-up surveys re: our fighting suspension reintegration program, the administrative team will update the staff handbook w/ better program descriptions by July 1 and the Tier 2 team will conduct a SW training of reintegration after suspension policies and procedures to 80% of staff during back-to-school week. The Student Support Team will use a post-PL survey to measure knowledge and then survey staff involved in efforts for at least 10 students by Dec. 2025.
Student Support Team will revisit program components January 2026 and make updates to 2nd semester policies. Feb. 2026 faculty meeting will review policies. Surveys will be collected for all students Jan - May and reviewed June 2026 by admin team, parent council, and student equity group. They will look for decreases in repeated behaviors overall and by disaggregated groups.
Sample SMART Action Steps:
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S
M
A
R
T
Based on a review of 24-25 PL attendance and follow-up surveys re: our fighting suspension reintegration program, the administrative team will update the staff handbook w/ better program descriptions by July 1 and the Tier 2 team will conduct a SW training of reintegration after suspension policies and procedures to 80% of staff during back-to-school week. The Student Support Team will use a post-PL survey to measure knowledge and then survey staff involved in efforts for at least 10 students by Dec. 2025.
Student Support Team will revisit program components January 2026 and make updates to 2nd semester policies. Feb. 2026 faculty meeting will review policies. Surveys will be collected for all students Jan - May and reviewed June 2026 by admin team, parent council, and student equity group. They will look for decreases in repeated behaviors overall and by disaggregated groups.
Participant materials: Choose Your Own Path - Sections 1 & 2
Templates and Samples Provided Today
Your Working Documents
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Your SDIP Improvement Plan
…Including your action steps.
This AM:
Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
SDIP Section 2.3:
Revisiting
Existing
Programming
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Per 14 Del. C. § 703(b)(2), if a school has already implemented restorative justice practices, the school must review interventions being used to assure research- based quality, scope of training provided, and follow-up support to assure proper implementation. Please indicate below if the school has already implemented restorative justice practices.
Outline Activities Related to:
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Intervention | Type of Training | Date(s) of Training | Follow-Up Support | |
Classroom Management | | | | |
Cultural Competency | | | | |
Implicit Bias Awareness | | | | |
Restorative Practices | | | | |
Trauma Informed Care | | | | |
Other Programming | | | | |
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Intervention | Type of Training | Date(s) of Training | Follow-Up Support | |
Classroom Management | | | | |
Cultural Competency | | | | |
Implicit Bias Awareness | | | | |
Restorative Practices | | | | |
Trauma Informed Care | | | | |
Other Programming | | | | |
Have you revisited your SPOC survey responses?
SECTION 2.3: REVISITING EXISTING PROGRAMMING
Intervention | Type of Training | Date(s) of Training | Follow-Up Support | |
Classroom Management | | | | |
Cultural Competency | | | | |
Implicit Bias Awareness | | | | |
Restorative Practices | | | | |
Trauma Informed Care | | | | |
Other Programming | | | | |
What follow-up support could this include?
SECTION 2.3: REVISITING EXISTING PROGRAMMING
Intervention | Type of Training | Date(s) of Training | Follow-Up Support | |
Classroom Management | | | | |
Cultural Competency | | | | |
Implicit Bias Awareness | | | | |
Restorative Practices | | | | |
Trauma Informed Care | | | | |
Other Programming | | | | |
What could be be included here?
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Interventions/Programming | Type of Training | Date(s) of Training | Follow-Up Support | |
Classroom Management | | | | |
Cultural Competency | | | | |
Implicit Bias Awareness | | | | |
Restorative Practices | | | | |
Trauma Informed Care | | | | |
Other Programming
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Let’s Share:
What is your other programming?
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Intervention | Type of Training | Date(s) of Training | Follow-Up Support | |
Classroom Management | | | | |
Cultural Competency | | | | |
Implicit Bias Awareness | | | | |
Restorative Practices | | | | |
Trauma Informed Care | | | | |
Other Programming | | | | |
*Contextual
Priorities
Over Quantity
SECTION 2.3: REVISITING EXISTING PROGRAMMING
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Looking beyond the WHAT and WHEN…
…to the alignment with the WHY and HOW of the current programming.
Reviewing Programming Through a Hexagon Tool Lens
NEED
CAPACITY
FIT
SUPPORTS
EVIDENCE
USABILITY
Implementing Site Indicators
NEED
CAPACITY
FIT
Program Indicators
SUPPORTS
EVIDENCE
USABILITY
Assess the extent to which new or existing programs or practices that will be implemented demonstrate evidence, supports for implementation, and usability across a range of contexts.
Indicator Alignment
Implementing Site Indicators
Program Indicators
Need… “Is it the right thing to do?”
Does the proposed practice (to continue and/or refine, or add) meet student needs based on previously collected data?
Integrated Multi-Tiered Systems of Support (McIntosh & Goodman)
Fit… “Is it the right thing to do?”
How does the practice (to continue and/or refine, or add) fit with culture, MTSS, and other initiatives?
Integrated Multi-Tiered Systems of Support (McIntosh & Goodman)
Capacity… “Can we do it the right way?”
What do we have/need to have (to continue and/or refine, or add) this practice?
Integrated Multi-Tiered Systems of Support (McIntosh & Goodman)
Evidence… “Is it the right thing to do?”
Does the practice have evidence of effectiveness to improve student outcomes?
Integrated Multi-Tiered Systems of Support (McIntosh & Goodman)
Usability… “Can we do it the right way?”
How easily can this (continued and/or refined, or addition ) practice be put implemented?
Integrated Multi-Tiered Systems of Support (McIntosh & Goodman)
Supports… “Can we do it the right way?”
What types of support do school personnel need to implement this continued and/or refined, or addition ) practice with fidelity?
Integrated Multi-Tiered Systems of Support (McIntosh & Goodman)
SECTION 2.3: REVISITING EXISTING PROGRAMMING
Let’s Share…
How might applying the Hexagon Tool to your practices/interventions/ programming help you to develop your action steps?
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Additional resources to explore:
Applying the NIRN Hexagon Tool* to MTSS-Related Decision-Making
based on
The Hexagon: An Exploration Tool - NIRN
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SECTION 2.3: REVISITING EXISTING PROGRAMMING
Abbreviated Hexagon Activity Tool
SECTION 2.3: REVISITING EXISTING PROGRAMMING (Template & Sample)
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* Completed templates can be attached to your Improvement Plan…
Right-Hand Side
* Implementation gaps and barriers may include staff Knowledge, fidelity of program/intervention procedures, equity of student access, current scheduling,
** Consider the Hexagon Tool to support answering this question.
SECTION 2.3: REVISITING EXISTING PROGRAMMING (Template & Sample)
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You can start to see where your SDIP action steps can come from
SECTION 2.3: REVISITING EXISTING PROGRAMMING (Template & Sample)
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What is missing in the last column based on other columns?
Left-Hand Side
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* Completed template tables can be attached to your Improvement Plan!
SECTION 2.3: REVISITING EXISTING PROGRAMMING - WORK TIME
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SECTION 2.3: REVISITING EXISTING PROGRAMMING
Let’s Share…
Ah-ha, idea, or
to do items
for programming
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Lunch
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Almost there…
SDIP Section 2: Action Steps
Where we are…
Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
SECTION 2.4: Action Steps
Utilizing SMART goal setting, please describe strategies/actions the school will
implement to reduce the use of exclusionary disciplinary practices or disproportionate use of exclusionary discipline practices with racial subgroups or students with disabilities, or both. [14 Del. C. § 703(b)(3)]
If your school has been identified as needing support for CSI, TSI or IDEA Determination Indicator 4A, please use this section to align and describe those strategies, making sure SMART goal setting is utilized. You are also welcome to attach a separate response for this item.
Sample S.M.A.R.T. Goal
Specific: Reduce the disproportionate suspension rates of Black and Hispanic students in middle school by implementing restorative justice practices.
Measurable: Decrease the suspension rate for Black and Hispanic students by 20% compared to the previous academic year.
Achievable: Train 100% of staff on restorative justice practices and culturally responsive discipline strategies by the end of the first semester.
Relevant: Aligns with the school district's mission to promote equity and inclusivity, ensuring all students have equal opportunities to succeed.
Time-Bound: Achieve the reduction in suspension rates by the end of the academic year.
Alignment and Integration
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ALL require the use of a root cause analysis to identify targeted goals
SDIP
Action Plan
Indicator 4
CSI/TSI Schools
School Improvement Plan Behavior Goal
Can use SDIP Action Plan to meet this requirement
Review/revise policies, practices, & procedures
Can include as a goal in SDIP Action Plan
Consider: Updated Codes of Conduct
Where we really are: A Thru Line
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Section 1: Stakeholder Input
Section 2:
Case Study:
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Fighting suspension reintegration program
Sample SMART Action Steps/Goal:
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Based on a review of 24-25 PL attendance and follow-up surveys re: our fighting suspension reintegration program, the administrative team will update the staff handbook w/ better program descriptions by July 1 and the Tier 2 team will conduct a SW training of reintegration after suspension policies and procedures to 80% of staff during back-to-school week. The Student Support Team will use a post-PL survey to measure knowledge and then survey staff involved in efforts for at least 10 students by Dec. 2025.
Student Support Team will revisit program components January 2026 and make updates to 2nd semester policies. Feb. 2026 faculty meeting will review policies. Surveys will be collected for all students Jan - May and reviewed June 2026 by admin team, parent council, and student equity group. They will look for decreases in repeated behaviors overall and by disaggregated groups.
Sample SMART Action Steps/Goal:
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What do you think their review of this programming may have looked like if they had that SMART goal?
Interventions/ Programming | Type of Training | Date(s) of Training | Follow-Up Support | |
Fighting suspension reintegration program | ? | ? | ? | |
Sample SMART Action Steps/Goal:
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What do you think their review of the policies may have looked like if they had that SMART goal?
What do you think their review of the data may have looked like if they had that SMART goal?
Who might have been their stakeholders (or not) in creating this goal?
(Re)Grounding the Work of SDIP
Section 1: Stakeholder Input
Section 2:
Section 3: Approved Plan Signature Submissions
Are we solving just one side of the cube—or are we using data to understand how every decision impacts the whole?
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BIG PICTURE & STARTING WITH THE END IN MIND:
Action Steps Reflect Alignment Across SDIP Sections
Action Item: It would be helpful to ensure that each action step (goal) proposed is grounded in addressing root causes for the disproportionate use of exclusionary discipline and through triangulated perspectives. To do this, each action step (goal) proposed should reflect information shared in the stakeholder, data, policy, and/or programming sections.
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BIG PICTURE & STARTING WITH THE END IN MIND:
Action Steps Reflect Alignment Across SDIP Sections
Example:
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BIG PICTURE & STARTING WITH THE END IN MIND:
Action Steps Reflect Alignment Across SDIP Sections
Continued…
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Action Item: It would be important to take a look at stakeholder details to confirm that a diversity of student, staff and family perspectives were included in providing input to the improvement plan. Consider sharing prompts from SDIP Action Planning School Guidance Tool - STAKEHOLDER
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Example:
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Action Item: In the Review of Discipline Data, consider what data sources are being utilized and data trends that are being highlighted about each source that relate to the students being impacted by suspensions and/or school climate. Consider sharing prompts from SDIP Action Planning School Guidance Tool - DATA
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Example:
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Action Item: In the Review of Discipline Policies and Practices, we recommend that you look at the improvement plans to see if they include a description and/or listing of policies being examined in regard to suspension and what is included (or not) in them that may allow for disproportionate use of policies for SDIP-identified student groups. Consider sharing prompts from SDIP Action Planning School Guidance Tool - POLICIES
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Example:
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FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Action Item: For the Review of Existing Programming, we see a lot of details but curious if there may be value in giving more guidance to schools to share how the follow-up action steps were decided upon and/or why changes or updates are not being made to existing activities. Also consider the benefit of the follow-up steps being represented in the action steps section of the improvement plan.
FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Example:
FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Action Items: For the Action Steps, prompt teams to include steps (or goals) that are more actionable with clear progress monitoring to make sure that reporting out about their School Discipline Improvement Plan efforts can be as transparent and timely as possible.
FROM A TOP DOWN APPROACH:
Looking At Each Section In More Detail
Examples:
From BIG ideas to SMART Action Steps/Goals
From your stakeholders, data, and review of policies and programming, you team has a starting thought….“Counseling services will be provided”...
….What you you ask/add to make this idea a SMART goal?
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Specific
Measurable
Achievable
Relevant
Time-Bound
From BIG ideas to SMART Action Steps/Goals
From your stakeholders, data, and review of policies and programming, you team has a starting thought….“Strengthen family engagement”...
….What you you ask/add to make this idea a SMART goal?
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Specific
Measurable
Achievable
Relevant
Time-Bound
CLARITY LEADS TO FIDELITY
Fidelity is a key aspect of Multi-Tiered Systems of Support (MTSS) and evidence-based instruction.
Fidelity data helps teachers and school-based personnel understand if an intervention is working for students as intended.
Without fidelity data, it is difficult for teachers to engage in precise data-based decision making around their instruction.
14%
(Young, 2024)
SECTION 2.4: Action Steps
Let’s Share…
How are teams determining their action steps?
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SECTION 2.4: Action Steps
Let’s Share… What’s working for reviewing and supporting goal-setting?
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Resources to explore:
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SECTION 2.1: REVIEW of DISCIPLINE DATA (HOW)
SECTION 2.1: REVIEW of DISCIPLINE DATA - WORK TIME!
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Going from here…
Let’s Share…
Final push priorities
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Putting it all together
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REMINDER: SECTION 3: APPROVED PLAN SUBMISSION
DUE NO LATER THAN JULY 1, 2025
Please submit the plan to the following mailbox:
DDOE.SchoolClimate@doe.k12.de.us
WHY JULY 1? TO ALIGN TO YOUR CURRENT LOGISTICAL CONTEXT
Current Consolidate Grant planning
Current review of 25-26 discipline and programming data
Future professional learning planning
SO YOU’VE SUBMITTED YOUR IMPROVEMENT PLAN…
Timeline: External Support
| May | June |
Confirmed PL Events | PL - SDIP Action Planning Workshop #1, 5/1 (contact skhearn@udel.edu |
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Bimonthly Office Hours | | Yes - 6/20 (2-4pm) (contact vlbrown@udel.edu for Zoom info) |
Timeline Reminders (email) | Yes (to DPOC and SPOC) | Yes (to DPOC and SPOC) |
SCAG Events | Mtg. 5/20 (contact Rosalie.Morales@doe.k12.de.us) | |
Identifying Next Steps
Let’s revisit our SDIP Development Workshop #2 - Follow-Up Items.
Reflect & Share:
Best Wishes!
…for your improvement plan writing and board presentations!
Your commitment to safety, equity, and school climate through MTSS is clear!
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Please take a moment to complete the
feedback survey.
Thank you!